Classroom Teacher - Physics/Mathematics

Location: Melbourne | Northern Metropolitan Job type: Full time / From 27/01/2025 Organisation: Schools (Government) Salary: Salary not specified Occupation: Teacher Reference: 1441982 Location Profile College Profile Hume Central Secondary College, located in the City of Hume, serves the Broadmeadows area with a total student enrolment of approximately 1200 students and growing.
Our vision is to develop and nurture the social, emotional, and academic growth of all students to become resilient, life-long learners equipped with the skills, qualifications, and personal attributes for success in and beyond school.
The College has three state-of-the-art campuses: two Year 7-9 Campuses located at Blair Street and Dimboola Road and a Year 10-12 Campus on the southwest corner of Broadmeadows Town Park.
The Blair Street Campus also includes the Hume Central English Language Centre, a Year 7-10 facility providing for the language learning needs of newly arrived students to Australia.
The academic success of our students is ensured through a guaranteed and viable Year 7-12 curriculum combined with dedicated teachers and support staff who are committed to providing for the learning needs of all of our students.
Hume Central Secondary College is a vibrant school community with an outstanding school climate and a positive culture where staff are valued and numerous structures support strong collaboration.
School climate data from the annual staff opinion survey shows that positive endorsement is consistently above similar schools, network, and state, with significant strengths in the areas of: Staff trust in colleagues Collective responsibility Collective focus on student learning.
Our strategic intent incorporates a focus on maintaining student engagement in learning so that students are able to complete their secondary education and make the transition to a meaningful and sustainable post-school destination.
Excellent results in VCE ensure that over 97% of our students secure a tertiary placement in either University or TAFE.
Our VCE - Vocational Major and Victorian Pathway Certificate programs provide students with the opportunity to engage in applied learning whilst completing vocational qualifications and gaining vital industry experience.
Students in Years 10-12 are able to incorporate a range of VET programs into their senior secondary learning program.
An important focus of our College is to support our students to learn effectively and to develop positive attitudes and behaviours.
This can only be achieved when our students, parents, and teachers work together in partnership.
We endeavour to provide a learning environment that will nurture personal development and establish a strong connectedness to school.
All staff and College Council members share a high regard for the trust which parents/guardians place in us and the College is conscious of the need for regular and accurate communication with parents.
Student data is regularly updated and shared with families via the Compass Portal.
Working together as a learning community is essential to maximize student outcomes and prepare students for successful pathways and lives in the future.
The Careers and Pathways team is a central component of supporting our students to achieve success at school and beyond.
Our curriculum and wellbeing programs promote academic rigor and achievement whilst providing structure and care to support our students and their families to achieve rewarding personal and academic outcomes.
Hume Central Secondary College is a vibrant learning Community.
We invite you to visit our website for more information and/or our learning communities during or after school hours.
For further information please contact Sonia Bedggood on 0429 330 340 Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills.
Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning.
Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills.
Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues, and the broader school community to support student learning, agency, wellbeing, and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values.
Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
Role The classroom teacher classification comprises two salary ranges - range 1 and range 2.
The primary focus of the classroom teacher is on the planning, preparation, and teaching of programs to achieve specific student outcomes.
The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience, his or her contribution to the school program beyond the classroom increases.
All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training, and experience of the teacher.
Responsibilities The role of classroom teacher may include but is not limited to: Direct teaching of groups of students and individual students; Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school; Undertaking other classroom teaching-related and organisational duties as determined by the School Principal; Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions; Undertaking other non-teaching supervisory duties.
Who May Apply Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
EEO AND OHS Commitment Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction.
Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all.
We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability, and neurodiversity.
Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department.
The Department recognises that the provision of family-friendly, supportive, safe, and harassment-free workplaces is essential to high performance and promotes flexible work, diversity, and safety across all schools and Department workplaces.
Child Safe Standards Victorian government schools are child safe environments.
Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards.
All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at: The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership, and Human Rights.
The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools.
A specific response to all of the key selection criteria and position details.
a. The pro forma is a cover sheet providing the name of the applicant and record number (where appropriate), home address and telephone number, telephone number of the school(s) or location where the applicant can be contacted, the position you are applying for and the vacancy number of the position.
b. A CV with a summary of experience and qualifications.
c. The names, contact and email details of up to three referees who can provide information regarding the applicant in relation to the key selection criteria.
Conditions of Employment All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
A probationary period may apply during the first year of employment and induction and support programs provided.
Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at Department HR.
VIT LANTITE To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching.
In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements.
This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
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